Практика Shadowing: IELTS Listening Actual Tests Vol 5 Test 3 - Изучайте разговорный английский по видео

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Test 3.

You will hear a number of different recordings, and you will have to answer questions on what you hear.

There will be time for you to read the instructions and questions, and you will have a chance to check your work.

All the recordings will be played once only.

The test is in four sections.

At the end of the test, you will be given ten minutes to transfer your answers to an answer sheet.

Now turn to section 1.

Section 1.

You will hear a woman phoning an antique shop complaining about the delivery service and some damage to the item she purchased.

First, you have some time to look at questions 1 to 4.

You will see that there is an example which has been done for you.

On this occasion only, the conversation relating to this will be played first.

Hello, this is the Complaint Centre of the Service Department at Clifton Antiques.

Before we start, I'll just need to take more details from you, OK?

Sure, no problem.

Well, could you please tell me your full name, madam?

It is Anna Lumley.

That's Anna, L -U -M -L -E -Y.

The caller's name is Anna Lumley, so Anna Lumley has been written in the space.

Now we shall begin.

You should answer the questions as you listen, because you will not hear the recording a second time.

Listen carefully and answer questions 1 to 4.

Hello.

This is the Complaint Centre of the Service Department at Clifton Antiques.

Before we start, I'll just need to take more details from you, OK?

Sure, no problem.

Well, could you please tell me your full name, madam?

It is Anna Lumley.

That's Anna, L -U -M -L -E -Y.

All right.

L -U -M -O -E -Y.

Not exactly.

The fourth letter is L, not O.

Oh, sorry.

Let me rewrite it.

And may I have your contact number that we can use to reach you during the week?

Sure.

My mobile phone number is 077 -876 -345.

Great.

Now what can I do for you today, Anna?

I placed an order for a large quantity of items with you last week, on the 20th of February, and had been expecting them to arrive at the office in a week.

However, only half of the shipment has been delivered.

I would just like to ensure that they haven't gone missing in transit.

All right, madam.

It's a pity we have caused this inconvenience to you.

I'll look for the parcel track record and see

if I can give you a date when you should receive the rest of your order.

What was your delivery list listed?

I made the arrangements for the parcel to be conveyed from

your warehouse on Ardell Road to my office address at 235 Arkendale Road.

Sorry, could you say it again, the address?

Yes.

235 Arkendale Road, A -K -E -N -D -A -L -E.

In East Sea?

Yes, sir.

Well, OK.

Our system has tracked your parcel, which shows that your shipment has been received.

However, there's no record about the lost items.

I would suggest that you wait for two days, and if the other items don't arrive, then you might need to consider to claim insurance coverage for the value of the rest.

How much are they worth?

Um, they cost me $34 ,500 in total.

All right.

For this amount, I think 10 % will be covered by the insurance company.

Therefore, you could claim $3 ,450 from them.

If you'd like to, there is a form on our website that you can fill in, and when the loss is confirmed, you'll get the money within five working days.

The rest of the money will be refunded to you in a month, so you won't suffer a financial loss.

It sounds reasonable.

Before you hear the rest of the conversation, you have some time to look at questions 5 to 10.

Now listen and answer questions 5 to 10.

Yet it is necessary to make a list of your lost items so we can check it against our records.

Is that OK?

Of course, OK.

It is unfortunate that a few of the missing items are one of a kind, and thus irreplaceable.

Also, there were many small items that aren't very valuable, like lamps and chairs.

However, there was a large item of antique furniture and a bag filled with first edition books, which was some of the first ever to be printed on a press.

Right, OK.

Anything else?

Yeah, there was also some important items, a Victorian rocking chair for my daughter,

some large oil paintings originating from the Edwardian period, and a few decorated fruit bowls.

Right.

OK.

I've taken down the list of these missing items, so I'll call the warehouse to see if any of them are still there.

Ah, I almost forgot.

There are several other pieces that I've spotted on your website and wanted to order.

May I do that now?

It is definitely okay.

Would you tell me a little about the items you're looking to buy?

There is a gold clock and a golden -framed vintage mirror.

Okay, perfect.

The charge will be taken from the payment card that you used before.

You can expect them to be delivered within the next week.

Is there anything else that I can do for you today?

Yes.

I received two damaged items in the shipment, so I need to claim for a partial refund.

Oh, sorry.

I need to know more about the details of the actual

damage over the phone line before you put in a full report.

What kinds of pieces are damaged?

A drawer is missing from the antique mahogany desk, and I also spotted a dent on one of the corners, so it's basically unusable.

100

I see.

101

Do you know how much it will cost to repair it?

102

No. Well, I don't think it's repairable.

103

I will have to buy a new one.

104

Sorry.

105

I'll take a note of that and see what we can do for compensation.

106

Anything else?

107

I also purchased a set of dining chairs with navy leather padding, however the color is fading, and one of the legs has completely split down the middle.

108

Okay.

109

Are there any other damaged pieces?

110

Yes.

111

There is a set of Chinese crockery to furnish my dining room table, but when I opened the case, I found that a cup was lost, and that some plates had smashed.

112

Four, actually.

113

And is that all of the item?

114

Yes, I think that's all.

115

Right.

116

I'll estimate the value of the damage and a refund will be issued.

117

OK.

118

Cheers for your great help.

119

No problem.

120

My pleasure.

121

Goodbye.

122

That is the end of Section 1.

123

You now have half a minute to check your answers.

124

Now turn to Section 2.

125

Section 2.

126

You will hear part of a broadcast for tourists about the popular holiday region called the Trelloa Valley.

127

First, you have some time to look at questions 11 to 14.

128

Now listen carefully and answer questions 11 to 14.

129

An unspoiled, splendid scenery takes its shape in the valley and estuary of the River Trelloa.

130

Abundant with wildlife, as well as views of historic interest, There are lots of channels to explore the area with the wonderful public transport networks.

131

With just short walks in between spots, it is possible for you to leave the car behind and travel by boat, train or bus.

132

There is the Treloar Valley Passenger Ferry running between villages, alongside the river estuary, and serves as a link with the train station at Bury,

133

from which it takes only a 10 -minute walk from the riverside village of Carlton.

134

In the past, the main transport way in the area was the river, and as in the past, the ferry timetable varied from day to day according to the time and height of the tide.

135

The ferry is also seasonal, usually running its business during the period between April and September, depending on the weather.

136

Visiting our website, www .treloaferry .co .uk, it's convenient to download the timetable.

137

If you would like to relax and enjoy the wonderful scenery, just take a river cruise to Carlton and back from the nearby city of Plymouth.

138

Visitors were carried along the same route by steamships in the past.

139

Queen Victoria and her family also enjoyed such a trip in 1856.

140

Today, it takes you a few hours to do the journey.

141

The round trip only lasts for four to five hours, varying in terms of the tides and weather.

142

You can travel upriver by boat and return to Plymouth by train if you prefer.

143

There will be wheelchair access on all the cruise boat trains.

144

For more information and departure times, please ring Plymouth Boat Cruise on 01752 823 104.

145

Trains travel between Carleton and Plymouth many times a day with different stations in between throughout the year.

146

Local commuters as well as visitors who fancy the lovely scenery prefer to use the service.

147

The highlight of the journey is going across the river on the amazing viaduct, which was constructed in the early period of the 20th century,

148

and it towers 120 feet over the water.

149

Tickets can be directly bought on the train, so it is unnecessary to book ahead.

150

You can reach National Rail Enquiries by phone or online for more details on fares and timetables.

151

The bus service is now linking all train stations and villages in the zone, especially for holidaymakers.

152

There is a Rover ticket, including unlimited journeys, which can be used on weekends and national holidays.

153

The Rover ticket offers great value for money and is now even cheaper than it was last year.

154

Adults, a ticket costs £5 .50 per day.

155

For senior citizens, the cost is £4 .50, and a family ticket for up to five people only costs £12.

156

You can purchase tickets on the bus.

157

Before you hear the rest of the talk, you have some time to look at questions 15 to 20.

158

Now listen and answer questions 15 to 20.

159

At the centre of the Trelaw Estuary area is the historic Riverside village of Carlton.

160

The main road comes into the village from the south, and for those who are riding by bus, it turns left, just before the bridge, and stops in the lay -by on the left -hand side.

161

From there, it's just a short walk to Carlton's various attractions.

162

If you're arriving by car, you have to leave it in the main car park.

163

Go over the bridge, take the first turning on the right, then go on until you come to the end of that road.

164

It's the only place to park in Carlton, but there's no charge.

165

If you're interested in local history, there's a museum in Carlton with farming, fishing and household implements from the late 19th century.

166

As you come in from the south, cross the river and go straight on the same road till you reach the end.

167

Also on the subject of history, you can go and see the old mill, which has recently been renovated and put back into use.

168

Turn left before you come to the bridge, then go straight on and take the first turning on the right.

169

This leads straight there.

170

If you're interested in arts and crafts, there's a potter's studio where you can watch the artist at work.

171

After crossing the bridge, turn left and it's the second building on the left.

172

Finally, when you're in need of refreshments, there's a cafe opposite the old boathouse and a picnic area near the mill.

173

That is the end of Section 2.

174

You now have half a minute to check your answers.

175

Now turn to Section 3.

176

Section 3.

177

You will hear two students who are taking a research methodology course.

178

A girl called Lila and a boy called Jake having a seminar with their tutor.

179

First, you have some time to look at questions 21 to 24.

180

Now listen carefully and answer questions 21 to 24.

181

So I gave you both a task to select an article about a small -scale research project.

182

Yes.

183

And required you to have a trial to replicate the procedures of the research in your own context.

184

I mean, try it out yourself.

185

Yeah, and we've done that.

186

Nice.

187

In this way, I want you to tell me a little bit about the article

188

and explain why it started applying crosswords to assist the students to review the exam terminologies.

189

All right.

190

The article was written by two university professors who had initially used crosswords to help the students revise the terminology for exams.

191

And the crosswords were designed and installed on computers.

192

And we selected the article because, though we weren't familiar with the technique, it seems an accessible topic,

193

you know, using IT to design crosswords for higher education.

194

That's a good reason.

195

So both of the professors would like to see how well this innovation was received by their students.

196

Yes.

197

So what has been going on with your reproducing the research?

198

Well, we collected a series of some terms from our own modules and put them in a list.

199

Then we designed a crossword to revise them.

200

Then we invited some of our classmates to try out our crossword and then ask for some feedback from them, you know, like their feelings,

201

views, as well as some suggestions about using this technique.

202

Did you find it easy to have people participate in it?

203

Not really.

204

First, you know, it was actually hard, but later when we convinced them by talking about the actual benefit

205

that they will get from participating in this research on preparing for an exam which is coming up later this semester?

206

It functioned.

207

Great.

208

So how did you get the feedback from the students that tells you their thought about the crosswords?

209

By a questionnaire.

210

There were two pages in the original questionnaire and it included lots of X -linked questions.

211

But the whole section about difficulties using IT is now out of date.

212

Even the questionnaire had just been finished a few years ago.

213

So have you done a shorter version?

214

Sure.

215

And then we emailed it to 40 students and received 28 replies, I was disappointed by the fact, but this was a relatively good result.

216

I mean, the responses we got from them were well -written.

217

You know, people did take a lot of care with them, but I was still taken aback with the low numbers.

218

Yes, for an apprentice researcher, it's an important lesson to learn.

219

Yeah.

220

Before you hear the rest of the talk, you have some time to look at questions 25 to 30.

221

Now listen to answer questions 25 to 30.

222

So what was your result?

223

Well, basically their feedback was extremely positive.

224

The students said that crosswords on a computer really helped them not to get distracted

225

and stay focused on the work in hand, which is better than other ways of doing the revision that are often disturbed by other things.

226

Yeah, that was really clear, but I was struck by the fact that they hardly featured having fun in their responses,

227

nor did anything to do with spelling of hard words, which I thought would apparently be a benefit.

228

No?

229

OK.

230

Their responses also said that the crossword hadn't really prompted their general motivation to study, but it had highlighted the gaps in their memory

231

so they could figure out what kind of work was necessary to do further.

232

Right.

233

So how did your findings compare with those done by the original researchers?

234

There were a couple of similarities, but...

235

We still found two primary differences.

236

Compared with females...

237

More males liked the technique, yet the original findings were the reverse case.

238

Also, our respondents said they wouldn't mind doing a crossword in the final official exam.

239

Even in the original study, it showed that even if crossword makes exams shorter, they would not like it to be included.

240

For informal purposes, of course, both sets of respondents said doing more crosswords would be of great interest to them, like revision and so on.

241

Right.

242

So let's think about the whole project and what you've learned from it.

243

Well, it really took a long time.

244

Yeah, and I don't think we handled that aspect well.

245

It could have gone worse.

246

I mean, there was not much data collected, so we didn't have to spend ages dealing with it.

247

And since we'd already done a course on numerical data processing, there wasn't much new for us.

248

Yeah, definitely.

249

Anyway, I think the questions we designed were good, so that the data we collected was manageable.

250

Yeah, it really helped having the original study to guide us, as it were.

251

And that helped us to see what a good instrument research is.

252

What questionnaires should be like.

253

Absolutely, we got a lot from that.

254

But when we were writing up the project, we weren't sure on how to acknowledge the work of the original study.

255

You know, our referencing.

256

No, that's what we both need to learn in the future.

257

Actually, that part's been great.

258

Finding ways to share and support another person.

259

That's the real plus from the project, learning ways to do that.

260

Well, it's obviously been very successful.

261

That is the end of Section 3.

262

You now have half a minute to check your answers.

263

Now turn to Section 4.

264

Section 4.

265

You will hear a sociology lecture about the perspectives of time.

266

First, you have some time to look at questions 31 to 40.

267

Now listen carefully.

268

Answer questions 31 to 40.

269

Today, I would like to share something with you about time.

270

Particularly, I'll be looking at the way we think about time, and how these perspectives of time structure our life.

271

Social psychologists have pointed out that there are six ways of thinking about time, which they regard as personal time zones.

272

The first two types of time zones are based in the past.

273

Past positive thinkers usually spend a major part of their time looking back to the past, which means they're in a state of nostalgia,

274

where they fancy remembering moments of happiness, such as birthdays, marriages, and important times of success in their lives.

275

They are those who have the habit of keeping family records, books, and photo albums.

276

The kinds of people living in a past negative time zone are also absorbed by earlier times, but they concentrate on all the negative sides of a life picture,

277

such as regrets, failures, or poor decisions.

278

They spend plenty of time imagining what life could have been.

279

Then, it is those who live in the present.

280

Present hedonists live their life in pleasure and immediate sensation.

281

Their life motto should be having a good time and avoiding painful experiences.

282

Present fatalists live in the present as well.

283

However, they think this moment is the product of circumstances entirely beyond their control, that it is more a fate.

284

Whether it's poverty, religion, or society itself, something prohibits fatalists from thinking that they do perform a role in changing their life outcomes.

285

Life is simply what it is.

286

How about the future time zone?

287

People who are sorted into the future active group are those who make plans and go for their plans.

288

They don't play, but work and resist temptation.

289

They make decisions in terms of potential consequences rather than experience itself.

290

The other type of future -oriented perspective is future fatalistic.

291

This group of people holds a belief that there will be a certainty of life after death, and a certain kind of judgment day

292

when they will be assessed on how virtuously they have led their life and what achievements they have made in their lives.

293

OK, so much for all the types.

294

You now may ask, in what ways are our lives influenced by these time zones?

295

Well, let's start at the beginning.

296

When we were born, no exceptions, everyone was a present hedonist.

297

All the initial needs and demands, like being warm, secure, fed, and watered, were all from that time.

298

But formal education changes the way we think.

299

Each one of us is taught not to focus only on the moment and start to make estimates about the future.

300

But you might be surprised every nine seconds a child drops out of school in the U .S.

301

Most interestingly, there's much more boys dropping out than girls doing so.

302

We may easily draw the conclusion, boys aren't as intelligent as girls.

303

But the evidence doesn't support this.

304

A recent survey indicates that when American boys reach the age of 21, they have spent roughly 10 ,000 hours on video games,

305

and also suggests they'll never fit in the traditional classroom, because there is a stronger need for those boys to have a certain circumstance in

306

which they are capable of managing their own learning environment.

307

Now, let's move on to how we do prevention education.

308

All kinds of prevention education are usually targeted at the future time zone.

309

Say, don't smoke or you'll get cancer, get good grades or you won't get a good job.

310

But as for present -oriented kids, it doesn't make sense.

311

Though they do know the potentially detrimental consequences of their actions, they insist on how they behave because they're not living for the future.

312

They are in the present right now.

313

Logics won't be helping, and it's no use reminding them of potential fallout from their decisions or previous judgment errors.

314

We have to get in their minds just as they're about to make a choice.

315

How we value and use our time is greatly influenced by the time perspectives we have.

316

When Americans cross a question about how busy they are, most of the interviewees usually report being busier than ever before.

317

They admit to sacrificing their relationships, personal time, and good sleep during nights for their careers.

318

But 20 years ago, 60 % of Americans had sit -down dinners with their families.

319

Now, the number has dropped to 20%.

320

However, when they're asked, what if there were eight days in a week?

321

They say, oh, that'll be fabulous.

322

They would spend that time working to achieve more.

323

They're persistently trying to get to the future point of happiness.

324

So, it's of vital importance we know how other people think about time.

325

We tend to think, oh, that person is really irresponsible, or that guy is power -hungry.

326

But often, what we care about is not the fundamental personality differences, but only various approaches of thinking about time.

327

Rather than distinctions of characteristics, seeing these conflicts as differences in time perspectives can promote more effective cooperation between people

328

and get the most out of each person's individual strengths.

329

That is the end of Section 4.

330

You now have half a minute to check your answers.

331

That is the end of the listening test.

332

In the IELTS test, you will now have 10 minutes to transfer your answers to the answer sheet.

333

Thank you.

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FOR YOU

О данном уроке

В этом уроке вы потренируетесь понимать разговорный английский на примере диалога клиентки с сотрудником антикварного магазина, посвященного жалобе на доставку. Вы узнаете, как правильно передавать информацию о проблемах с заказом, а также улучшите навыки shadow speech — повторения речи за говорящим, что поможет развить слуховое восприятие и речевую скорость. Упражнение подходит для подготовки к тесту IELTS, так как оно имитирует реальные ситуации общения.

Ключевой словарь и фразы

Complaint Centre — центр обработки жалоб
shipment — посылка, груз
in transit — в пути
parcel track record — история отслеживания посылки
warehouse — склад
inconvenience — неудобство, беспокойство

Советы по практике

Для эффективной тренировки shadowing (повторения за говорящим) следуйте этим шагам. Сначала прослушайте диалог целиком, чтобы понять общую суть. Затем повторите каждый фрагмент по 3–5 раз, пытаясь совпадать по темпу и интонации. Обратите внимание на естественные паузы и ударения — они помогут вам выучить правильное произношение. Поскольку речь в видео носит разговорный характер, не стесняйтесь повторять даже небольшие ошибки или корректировки, как в примере с именем "Lumley". Это улучшит ваше владение живым английским. Используйте этот урок как часть практики разговорного английского, и вы заметите прогресс в слушании и произношении за короткое время. Для лучшего результата тренируйтесь ежедневно, выбирая разные темы — это поможет вам адаптироваться к различным акцентам и ситуациям общения.

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	has been done · has been written · has been delivered
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	will be played · will be given · has been done
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	example which has · books, which was · viaduct, which was

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

Техника шедоуинга: читать полное пошаговое руководство →

Практика Shadowing: IELTS Listening Actual Tests Vol 5 Test 3 - Изучайте разговорный английский по видео

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О данном уроке

Ключевой словарь и фразы

Советы по практике

Грамматика в этом видео

Что такое техника Shadowing?